An Easy Solution to Increasing Mathematics Measurement Skills of United States Students

As stated by Secretary of Education Arnie Duncan, the United States falls far behind other countries in mathematics.
Scores on a 2009 Program for International Assessment indicate that the United States ranks twenty-fifth in mathematics. While we all know that this is totally unacceptable, finding solutions and quick solutions is a necessity. An easy solution to increasing mathematics skills of United States students in the area of measurement could be accomplished rather quickly if we were to unite our businessmen with our educators in a combined effort to change our system of measurement from the out-dated English system to metrics.

To date, the United States, Liberia, and Myanmar (Burma), are the only three countries in the world where the English system of measurement is the primary system of measurement. Every other country in the world uses the metric system of measurement.

Within the United States everyday measurement based on the old English system is commonly taught and used, while metrics is taught as a secondary means of measurement.

Consequently, in the business world, engineers, architects and professionals who work for companies who deal with foreign countries must record their measurements in two systems, the English system and the more acceptable world-wide metric system. The United States has not restricted the use of metrics. The problem lies in the fact that manufacturers have not made a real effort to make the transition to metrics, while other countries have done so successfully and with a relatively smooth transition by simply packaging and labeling goods in metrics.
The reluctance to change to metrics is mind boggling. In the United States the liter and two liter bottle of soda appears to be the only transition that has been made. No one seemed to mind that transition.

The change was not difficult for most Americans to accept. It is the kind of conversion that should be done with all packaged products.

Unfortunately, further progress in making the change has not been attempted.

The major problem that not converting to the metrics system poses to education is that all students in the United States must learn both the English and metric system.
However, since the metric system is not commonly used, it is rarely mastered.
For most students, and especially for students who have learning deficiencies, metrics remains a non-mastered skill. For once students are taught metrics, they have little or no common use of the system and, therefore, find it even harder to comprehend and internalize.
The switch to metrics is long overdue.

Now is the time for educators to insist that the metric system of measurement be the primary system of measurement used in the United States, thus allowing educators and students to concentrate solely on the more universal metric system of measurement.